kelley engblom [email protected] english language arts social studies

KELLEY [email protected]

English Language ArtsSocial Studies

Elementary Report Card

PERFORMANCE STANDARDS 4—EXCEEDS THE STANDARD— Evidence of student exceeding the

learning objective. Students achieving at the Exceeds the Standard level demonstrate insights and understandings that go beyond the grade level expectations for the content standard.

3—MEETS THE STANDARD—Evidence of student meeting the learning objective. Students achieving at the Meets the Standard level demonstrate a solid understanding or display of the skills and concepts included in the content standard. This is the expected grade-level performance.

2—APPROACHING THE STANDARD—Evidence of student’s partial attainment of the learning objective. Students achieving at the Approaching the Standard level demonstrate a partial understanding or display of the skills and concepts included in the content standard.

1—AREA OF CONCERN—Evidence of student’s minimal understanding of the learning objective. Students achieving at the Area of Concern level demonstrate a below the basic understanding or display of the skills and concepts included in the content standard.

NE—NO EVIDENCE EXISTS

Report Card-Quick Tips

Remember, the report card reflects a student’s cumulative understanding of a standard at the time the report card is marked

If a student is receiving a score of 1 in an area, the report card SHOULD NOT be the first time the parent is made aware of the struggle

District assessments, unit assessments, etc. SHOULD NOT be the ONLY evidence used to mark a score on the report card

Not all areas will be marked every time (be sure to collaborate with grade-level colleagues on what you will and will not be marking)

Report Cards- Meaningful for Parents AND Teachers

Remember, marking report cards provides an excellent opportunity to reflect upon student progress. You can use these scores to help formulate strategy groups or points of discussion for individual student conferences.

If a student receives a score of 1 or 2 (especially in Math) you may want to continue to work with the student on that topic and continue to mark the report card for that area moving forward.

Social

Studies

Social Studies

K-5 Overview (GLCE document)

Important to consider what your students learned in the previous year and the progression for next year Help develop a context for their new learning

Instructional foundations laid in K-4 5th builds on concepts of geography,

government, economics, and historical inquiry

Instructional Map

PACE YOURSELF!!

Social Studies – Helpful Hints

Pay attention to how many Social Studies AND Science units you have

Develop a general plan for how you will pace your year with both

Remember, you can teach units in Science and Social Studies concurrently

Look for places to embed your Social Studies and Science instruction into other parts of your day (informational text during Reader’s Workshop for example)

RI Standard K.10

K Actively engage in group reading activities withpurpose and understanding.

RI Standard 1.10

K

1

With prompting and support, read informational texts appropriately complex for grade 1.

RI Standard 2.10

K

1

2

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI Standard 3.10

K

1

2

3

By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.

RI Standard 4.10

K

1

2

3

4

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI Standard 5.10

K

1

2

3

4

5

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

AssessmentNote the assessments on the instructional map

(pay attention to unit assessment due dates on the district assessment calendar)

Assessment scores SHOULD NOT be the only evidence used to mark an area on the report card

Be familiar with the standards on the report card and consider assessment opportunities throughout the unit

Talk with grade-level colleagues about the resources they use to assess the standards on the report card

Professional Library

A Balanced Literacy

Approach

Why Workshop?

Builds staminaDevelops fluencyGives students time to use what was taught

Provides a scaffold to independence

What the Workshop Classroom Looks Like:

Students gather for the mini-lesson

Students often sit next to their partners

Have an established routine for: Calling students to carpet Informing students of

what they will need to bring with them when they come

Who students should sit with/where they should sit

Meeting Space

What the Workshop Classroom Looks Like:

At lower elementary often has high frequency words

Lower el teachers will often include student names and pictures

At upper elementary, often composed of content area (science, math, social studies) and academic vocabulary (discourse, theory, argument, claim, etc.)

Word Wall

“Just Right” Books

Teachers must have a system for determining whether a student is reading a book at their independent reading level.

Students should be able to independently select books at their level using taught strategies.

If a teacher does not provide direct instruction for students in how to select “just right” text, their library must be leveled to ensure appropriate placement of students in text.

It is important to have a system where students have “just right books” easily accessible.

Structure of the Workshop

Mini-lesson Connection

“Yesterday…Today…” Teaching Point

Model, Demonstrate Active Engagement

Turn and Talk, Use a short text, continue with minilesson text, Move from modeled to shared reading/writing

Link Send Off

Independent Practice Small groups – Guided Reading/Writing and/or Strategy Groups

Word Work – targeted work around specific skills and strategies 1 on 1 Conferencing

Share- You MUST make time for and protect the share

Here you summarize, assess, reinforce

Mini-lessons

SpecificClear

“What I want to teach you today is this…”Brief (15 min.)Gather students togetherConsistent use of vocabulary/termsScaffolded – Gradual release of responsibilityConnected within a unit of studyOpportunity for students to try the strategy

2nd Grade Reader’s Workshop Mini-lesson

https://vimeo.com/85966628

As you watch note:

What do you see? – Routines, materials, environment, language, instruction

What does this make you think?

What does this lead you to wonder?

What from this lesson would you like to capture? – Instructional moves, environment, routines


Independent Practice

Independent Reading/Writing Time to settle in Prepare to Read/Write

Where? How will you stay on task?

Make a plan for reading/writing time Which strategy will you intentionally use? How will you repair comprehension?

Review what was already read/written Think about what happened in the story/text

Conferences

Short- only 5-7 min. eachTeach only one strategyKeep recordsResearch conferences

Learn what the student is doing Provide a specific compliment Decide what your teaching point will be Explain and model Student tries Affirm attempts

Coaching Conferences The teaching point is pre-determined from other research Determine what one thing the student most needs and how you

will support that Provide the level of support you think will be best. Observe the

student, adjust your level of support/instruction accordingly

K-2 Reading Conference


As you watch note:






Flexible GroupingWhat is it?

1. It is a teaching approach which allows for on-grade level reading and writing instruction.

2. It allows for grouping AS NEEDED for remediation, extension, and practice

3. It is a group membership which is heterogeneous, flexible, and dynamic.

4. It includes a balanced mix of whole group and small group teaching.

5. It allows students to INTERACT with text, teacher, and peers.

6. It maximizes instruction time for all students.7. It is determined by ongoing assessment of student

needs, both as individuals, and as a whole group.

Flexible Grouping

Guided Reading Leveled books Word Work

Strategy Groups (Reading and Writing)Table ConferencesUsing assessment to identify needs and

groupings

Small Group Instruction

Use conference notes and observational notes (i.e. from active engagement) to form groups

These groups can be based on: Reading Level Strategy Reinforcement Strategy Re-teaching Peer coaching/modeling

Meet for about 10 min. so students have the opportunity to continue to practice what they have learned

Guided Reading vs. Strategy Lessons

Kindergarten Guided Reading Lesson

https://youtu.be/B111bcxnOLo

As you watch note:





https://youtu.be/B111bcxnOLo

5th GradeGuided Reading Lessonhttps

://youtu.be/y9F_AV4Yhbk

As you watch note:





https://youtu.be/y9F_AV4Yhbk

https://youtu.be/y9F_AV4Yhbk

Share

RespondShare responsesOpportunity to teach or briefly re-teach the mini-

lessonUse student examples and words to re-reachProcess how it went that dayShare strategies Share successesBring the learning full circleStudent reflectionThis is an essential piece in creating a community

where students respect, value, and learn from each other

2nd Grade Share


As you watch note:






Assessment

M-STEP 3, 4, 5 – Administered in the spring Reading, Writing, Math – 3, 4, 5 Social Studies – 5 (April/May – See assessment calendar)

SLRA (beginning spring of 1st Grade) Reading Comprehension-Item analysis by question Vocabulary (pre-teach) Revising and Editing Assessment (Grades 3-5)

District Writing Prompts Common Scoring Rubric

Observation Survey/MLPP

Letter ID/Sound IDConcepts About PrintHearing Sounds in WordsPhonemic AwarenessWriting WordsText Leveled Benchmark BooksDevelopmental Reading Assessment (DRA)Retelling for Comprehension

This is a skill that should be explicitly taught. Be clear with students about what this should sound like/look like.

Running Records

The DRA (Developmental Reading Assessment) is the formal district assessment that includes administration of a running record

Informal running records can be administered using any piece of leveled text

The running record helps you find: Appropriate student text level Appropriate teaching points Student’s strategic reading behaviors Information for grouping students

Running record administration SHOULD NOT be limited to only the times of year the DRA is required

Continuum of Literacy Learning

Student Assessment Profile

Reading Workshop Planning Sheet

Additional Information

Reading and Writing Units are written in workshop format

You will have all writing units of studyYou will be provided with drafts of reading

units 1-4 for pilot May continue to utilize district purchased resources to

supplement instruction when needed (Making Meaning, Calkins’ Units of Study)

Finalized reading units of study will be provided in 2016-17

kelley engblom [email protected] english language arts social studies

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